Dr Wendy J Drewery
Qualifications: BA, MA Auck, DipEdSt, PhD Waik
Hosseini, H. (2018) Negotiating Knowledge Transitions: Iranian PhD Candidacy in New Zealand
Trask, S. (2018) Repositioning teachers and learners in Science assessment for 21st century learning
Crawley, D. (2014). Resistance to religious authority: A test case for postmodern accounts of human agency.
Tootell, A. (2011). Restoring integrity: An investigation into the process of therapeutic change with adolescent young men who sexually offend.
Kecskemeti, M. (2011). Improving relationships and satisfaction in teaching: the place of restorative practices in the classroom.
Winslade, J.M. (2003). Discursive positioning in theory and practice: A case for narrative mediation.
Crocket, K. (2002) Narrative approaches in supervision.
Parker, L., (2002). Teenagers' experiences of intimate relationships and violence.
Monk, G. (1998) Social justice in counsellor education: a social constructionist approach.
Lee, S. (2016). The experiences of young people parented by their grandparents.
Hannah, B. (2015) Youth Development Circles.
Hawaikirangi, C. (2014) Māori cultural identity and education.
Holm, R. (2014). Constructing a successful Restorative Justice Conference: A tentative analysis.
Cooper, K. (2012). "It was like being torn apart." The experiences of young men who become fathers while at school. A critical interpretive analysis of discourses of young fatherhood.
Kaveney, K. (2012) Can we call ourselves a Restorative School yet? Report on an Innovations Project in Restorative Practices.
Gray, S. (2012). Are they really at risk?
James, L. (2011). Factors that encourage midwives to work with third year midwifery students.
In addition I have supervised 30 60 point dissertations and 12 30 point directed studies. I am also currently supervising two 60 point studies.
Restorative Justice Practice
I was a member of a University of Waikato team who developed a process for restorative justice conferencing in schools. I have a sustained record of involvement and contributions in this field, and the impact of this work continues through frequent citations of my published articles, invited presentations and book chapters in this area. I am currently using a philosophical psychology disciplinary framework, to study the conceptual underpinnings of restorative justice practice. I also support continuing development of the intersectoral potentials for restorative justice practice, in education, law, social work, and social development generally. Within this work I am particularly interested in the relational outcomes of intentional conversations.
I am Co-Director of a five year project funded by the New Zealand Ministry of Education to introduce restorative practices to a broad range of secondary schools in New Zealand under the Positive Behaviour for Learning Restorative Practices workstream (PB4L RP). As a scholar-practitioner I like to promote research-informed professional development.
I am interested in the productive use of language and forms of conversation to create meaning, specifically in how ways of speaking produce and maintain democratic relationships and preserve the agency of persons.
Over the last 20 years, Lise Claiborne and I have written four texts on development from before birth to after death. Over this time this project has developed a multi-disciplinary, culturally contextualised, theoretical understanding of what is meant by an ecological approach to lifespan development. The texts are supported by teachers of lifespan development around Aotearoa New Zealand, and have attracted interest around the world. My interests have turned to the convergence of ideas about lifespan development with Human Development as embraced by the United Nations Development Programme.
Adult Development and Ageing
My doctoral thesis (1995) used a critical discourse analytic (CDA) methodology which challenged the then common assumption that women find life difficult because their children leave home. Whilst acknowledging the centrality of care in the lives of many women, my thesis demonstrated that children and care were not the sole defining factors of identity for a diverse sample of women. Now that I have retired from teaching I am considering going back to this project, which revolves around the changing role of paid work over the course of a woman's life.
Drewery, W. J. (2015). Selves-in-relation: Embracing theory, developing just practice. In Resistance and Renewal: International Society for Theoretical Psychology.
Drewery, W. J. (2015). A social constructionist approach to restorative conferencing. In B. Hopkins (Ed.), Restorative Theory in Practice Insights into What Works and Why (pp. 152-164). London, United Kingdom: Jesica Kingsley Publishers.
Drewery, W. (2014). The role of Education in colonisation of Aotearoa New Zealand, and what could be done about it. In Partnership, Power and Education. Auckland University of Technology, Manukau Campus.
Drewery, W. (2014). Restorative Practice in New Zealand Schools: Social development through relational justice. Educational Philosophy and Theory, 48(2), 191-203. doi:10.1080/00131857.2014.989951
Find more research publications by Wendy Drewery
Human Development; Inclusive Education; Philosophy; Professional Learning; Psychology; Restorative Practices; Teacher Education; Teacher Professional Learning/Development